Steps: Pairwise Ranking

Then, participants were asked to prioritize six problems that they feel is most important to them. For this, the facilitator gave some examples based on issues identified in the context analysis.

Once finished, participants presented their 6 key problems, and the facilitator noted each on a separate idea card.

The facilitator then selected two different cards (each with a problem written on it) and presented it to the group. The facilitator then asked the group to choose the more important one, and recorded their choice on a prepared matrix. The group then discussed their reasoning behind the choice.

The facilitator then repeated the exercise with a different pair of questions, until each relationship between problems was ranked.

After returning from the community, research teams then compared the responses from the men’s group and women’s group.

To probe into the analysis, some questions to consider, either with communities or when analyzing responses after the exercise, may include (SEAGA Field Handbook):

1. What are the different problems identified by women and men? Which problems result from the gender-based division of labour or from inequitable access to resources? Which problems are shared by both?
2. What are the different problems identified by the different socio-economic groups? Which problems result from poverty or discrimination? Which problems are shared by all groups?
3. Which problems relate to the Development Context issues? Which problems relate to the Livelihood Analysis issues? Both?
4. Are the problems related to one another?
5. Was there consensus or disagreement about the ranking of problems in order of importance?

Example: Power to Lead - Analysis with Girls' Groups

Using pair-wise ranking, this exercise focuses on the following personal rights. To begin, the facilitator introduces each right and invites participants to briefly discuss each one, fostering a common understanding of each:

• A right to quality health care
• A right to quality education
• A right to be respected for who you are
• A right to principally involved with decision-making processes that affect your life
• A right to equality, most notably gender equality
• A right to protection from physical and psychological harm
• A right to express and act upon your opinions and dreams

Using a grid as below, show a matrix where rights can be considered in pairs (it is best to have drawn the matrix on a chalkboard prior to the beginning of the session):